| 词条 | Open learning |
| 释义 |
Open learning is an innovative movement in education that emerged in the 1970s and evolved into fields of practice and study. The term refers generally to activities that either enhance learning opportunities within formal education systems or broaden learning opportunities beyond formal education systems.[1] Open learning involves but is not limited to: classroom teaching methods, approaches to interactive learning,[2] formats in work-related education and training,[3][4] the cultures and ecologies of learning communities,[5][6] and the development and use of open educational resources. While there is no agreed-upon, comprehensive definition of open learning, central focus is commonly placed on the "needs of the learner as perceived by the learner."[7] Case studies[7][8] illustrate open learning as an innovation both within and across academic disciplines, professions, social sectors and national boundaries, and in business and industry, higher education institutions, collaborative initiatives between institutions, and schooling for young learners. InceptionOpen learning as a teaching method is founded on the work of Célestin Freinet in France and Maria Montessori in Italy, among others. Open learning is supposed to allow pupils self-determined, independent and interest-guided learning. A prominent example is the language experience approach to teaching initial literacy (cf. Brügelmann/ Brinkmann 2011). More recent work on open learning has been conducted by the German pedagogues Hans Brügelmann (1975; 1999), Falko Peschel (2002), Jörg Ramseger (1977) and Wulf Wallrabenstein (1991). The approach is supposed to face up to three challenges (cf. in more detail Brügelmann/ Brinkmann 2008, chap. 1):
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ReferencesNotes1. ^{{cite journal | title=Open Educational Resources: reviewing initiatives and issues | author=D'Antoni, Susan | journal=Open Learning | year=2009 | volume=24 | issue=1 (Special Issue) | pages=3–10 | doi=10.1080/02680510802625443}} 2. ^{{cite journal|last=Mason|first=Robin|title=Conference Report. Open learning in the 1990s, 12-14 September 1990, University of Lancaster, UK|journal=Open Learning|date=February 1991|volume=6|issue=1|pages=49–50|doi=10.1080/0268051910060109}} 3. ^{{cite journal|last=Bowen|first=Peter|title=Open learning formats in high performance training|journal=Open Learning|year=1987|volume=2|issue=2|pages=29–31|doi=10.1080/0268051870020206}} 4. ^{{cite journal|last=Wilson|first=Valerie|author2=Ursula Schlapp |author3=Julia Davidson |title=Prescription for learning? Meeting the development needs of the pharmacy profession|journal=International Journal of Lifelong Education|year=2003|volume=22|issue=4|pages=380–95|doi=10.1080/02601370304833}} 5. ^{{cite journal|last=Chang|first=Bo|title=Culture as a tool: facilitating knowledge construction in the context of a learning community|journal=International Journal of Lifelong Education|year=2010|volume=29|issue=6|pages=705–22|doi=10.1080/02601370.2010.523947}} 6. ^{{cite book|last=Ehlers|first=Ulf-Daniel|title=Open Learning Cultures: A Guide to Quality, Evaluation, and Assessment for Future Learning|year=2013|publisher=Springer Verlag|location=Heidelberg|isbn=978-3-642-38173-7|pages=vii–viii, 43|doi=10.1007/978-3-642-38174-4}} 7. ^1 {{cite journal|last=Coffey|first=John|title=Guest Editorial: The Opening Learning Movement|journal=Innovations in Education & Training International|year=1988|volume=25|issue=3|pages=195–96|doi=10.1080/1355800880250301}} 8. ^{{cite journal|last=Dodds|first=Tony|title=Creating open and lifelong learning institutions in higher education: a Namibian case-study|journal=International Journal of Lifelong Education|year=2001|volume=20|issue=6|pages=502–10|doi=10.1080/02601370110088472}} Further reading
4 : Educational practices|Teaching|Philosophy of education|Pedagogy |
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